Simon, Shirley;
(2008)
Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science.
International Journal of Research and Method in Education
, 31
(3)
pp. 277-289.
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Abstract
Toulmin's definition of argument has been used by researchers as a theoretical perspective on argument and as a methodological tool for analysing episodes of oral argumentation. An adaptation of Toulmin's framework used by researchers has informed a professional development programme for teachers. Research on the impact of the programme on pedagogic practice shows that Toulmin-based materials are advantageous in helping teachers to conceptualise argument and model it for students. However focus on the process of argumentation limits any consideration of the content and quality of evidence. Toulmin's framework can also be used to evaluate student outcomes when using argumentation software.
| Type: | Article |
|---|---|
| Title: | Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This article reviews methodological issues drawing on a range of research projects. It provides insights into the use of Toulmin as a theoretical perspective on argument and as a basis for analysis. It includes reference to previous analysis of a similar nature but in new research contexts. This is an electronic version of an article published in Simon, Shirley (2008) Using Toulmin’s Argument Pattern in the evaluation of argumentation in school science. International Journal of Research & Method in Education, 31 (3). pp. 277-289. journal]. International Journal of Research & Method in Education is available online at: http://www.informaworld.com/10.1080/17437270802417176 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10000651 |
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